Child Indicators Research最新文献

This study investigated barriers and enablers to collecting, reporting, and using data and evidence-based lead indicators in decision-making. Four Australian place-based initiatives (PBI) focused on improving child health and reducing inequities participated. Eight interviews with PBI leaders revealed barriers and enablers aligned with all three Capability, Opportunity, and Motivation factors of the COM-B model of behaviour. Difficulties sharing data across services and with the PBI was a main barrier. Enablers were largely related to opportunity factors (e.g., data access) and demonstrating to service providers the benefits to families. Interventions targeting multiple barriers and enablers are needed for consistent, routine use of lead indicators.

In recent years, the study demands-resources model (SD-R) has received significant attention as a comprehensive framework that identifies school burnout antecedents and adverse consequences. Our main study aim was to identify school burnout profiles among early adolescents and examine the associated personal and social resources. A cross-sectional study collected data from Polish and Turkish youths (N = 959,57.1% from Poland) through a paper-pencil and online survey measuring four school burnout dimensions, personal resources and social resources. 27 Three school burnout profiles were identified: (Profile 1) Highly Burned-out Students (14.8%), (Profile 2) Slightly Burned-out Students (63.5%), (Profile 3) Unburned-out Students (21.7%). Students from Profile 1 scored significantly lower in social and personal resource. The membership in Profile 2 was predicted by worse relationships with important adults (parents, teachers), and lower self-esteem compared to Profile 3. Our findings confirmed that school burnout symptoms are experienced (even slightly) by a relatively high number of youths.

In Latin America, where social protection systems are weak and early childhood education services have limited coverage, the burden of care often falls heavily on families. This situation not only impacts women's labor trajectories but also affects children who take on caregiving roles, an understudied phenomenon with potential long-term consequences. This study examines the caregiving dynamics of children aged 12 to 18 in Colombia and Mexico, using recent time-use surveys to analyze their contribution to unpaid family care and its potential consequences. Our methodology involves comparative analysis of time-use data from Colombia (2016) and Mexico (2019), focusing on children's participation in care activities, the types of care provided, and the time allocated to these tasks. We employ econometric models to investigate the determinants of care provision and its effects on children's educational and personal development outcomes. Our results reveal that children aged 12 to 18 bear a significant portion of the care burden in both countries, with participation rates of 6.6% in Colombia and 18.8% in Mexico. Gender imbalances are pronounced, with girls taking on more intensive care tasks. The provision of care is associated with lower school attendance, reduced study time, and decreased leisure activities. These findings highlight the need for public policies that address the defamiliarization of care in Latin America to mitigate the potential long-term impacts on children's life trajectories. Based on these results, we discuss the implications for public policies aimed at alleviating the care burden on children and adolescents. The study contributes to the debate on how to balance young people's involvement in care tasks with their educational and personal development, considering the context of the countries studied and the challenges in breaking cycles of intergenerational inequality.

In thirty years of valuable research on adolescent hope, factors like race/ethnicity, social class, and family context have not been adequately considered or integrated. The present study used an exploratory, intersectional approach to explore hope levels and correlates across individual (i.e., age, sex) and family (i.e., income, structure, mother/father hope, mother/father relationship quality) characteristics in four racial/ethnic groups through a cross-sectional design (national U.S. convenience sample recruited through online survey platform, n = 444; 46% female; fairly even distribution across 12- to 17-years old; 39% Black, 38% White, 14% Latinx, 9% Asian). Hope was high overall (M > 4 on 6-point scale). Age differences emerged across racial/ethnic groups, with White and Latinx youth showing lower hope in late compared to early adolescence whereas Black youth showed less variability. Asian youth showed lowest hope levels at age fourteen. Black and Latinx girls had significantly lower hope levels compared to boys. Sex differences were not found for White adolescents. Parent-reported household income and adolescent-reported perception of family financial stability related differently to adolescent hope levels in different racial/ethnic groups. Family structure (e.g., parents together, divorced) showed no significant relations with adolescent hope level in any group. Mother and father hope level and relationship quality with adolescent were generally positively related to higher adolescent hope, though nuanced differences emerged within racial/ethnic groups. Findings may prompt scholars conducting hope research and interventions to tailor their approach to specific adolescent populations in the U.S., with explicit consideration of context across race/ethnicity.

Understanding children’s psychological well-being (PWB) from a eudaimonic perspective is crucial given its impact on children’s overall well-being and quality of life. This perspective denotes PWB as the realisation of one’s true potential and attaining meaningful goals that lead to personal growth and fulfilment. Despite the recent increasing interest in children’s PWB, there is limited literature in this area. This may be due to the abstract nature of eudaimonic concepts, which are challenging to operationalise and measure, leading to less empirical attention. Using a systematic review, we synthesised existing empirical studies on children’s PWB from a eudaimonic perspective. We identified 32 quantitative articles, which presented in four different categories, namely validation studies, predictors and correlates of PWB, descriptive studies, and intervention studies. Most studies used Ryff’s (Journal of Personality and Social Psychology, 57, 1069–1081, 1989) theoretical model of PWB and her PWB Scale, and were conducted in high-income countries. Future research should prioritise conducting studies in diverse socio-economic and cultural contexts to ensure a comprehensive understanding of children’s PWB. By expanding geographic and socio-economic representation, and including longitudinal studies, we can develop more effective and inclusive interventions and policies that cater to the needs of children globally.

The aim of this study was to provide a multidimensional perspective on the attachment of children who were identified as different and maladaptive in their classrooms in a preschool education institution in the Mediterranean region of Türkiye. The study was carried out by collecting qualitative and quantitative data with triangulation method. Within the scope of the study, interviews were conducted with the teachers, the mothers of children, and the children; four girls and three boys, the youngest of whom was 58 months old and the oldest of whom was 74 months old. In addition, the Belonging Scale was applied to the children and observations were conducted by the researchers. As a result of the research, it was found that the weakest structures in children's perceptions of belonging were at the level of attachment to friends and family. The qualitative data supported the findings that the quality of children's relationships with their peers, siblings and mothers were effective on children's emotional state, and children showed complaint and violence behaviour patterns as conflict resolution strategies. In addition, it can be stated that teachers lack knowledge and understanding of the pedagogy of belonging and that children cannot gain conflict resolution and independence skills.

The integration of refugee and migrant children, one of Europe’s most vulnerable populations, is a crucial challenge for EU societies and their present and future social cohesion. Despite extensive knowledge on migrant integration, we still lack specific instruments to measure children's integration and set goal-oriented targets to promote it. Our research responds to this need by presenting and discussing a new child-centered system of indicators with a twofold purpose: (1) to assess and monitor the integration of refugee and migrant children across European countries and (2) to guide policymakers and relevant stakeholders. The indicator system's holistic and transversal nature marks an improvement over previous measurement attempts by considering different dimensions of integration; subjective and objective perspectives, as well as contextual factors; and indicators relevant for and comparable across different European countries. The research uses a co-creative methodology that ensures both scientific rigor and relevance for stakeholders and policymakers. A child-centered perspective, active participation of children throughout the research process, and an iterative co-creation design contribute to the system's added value. First-hand experiences, ongoing dialogues, and an ecological approach involving stakeholders at micro, meso, and macro levels (children, families, school representatives, public officials, and politicians) served to develop and validate the set of indicators. As a result, we are offering (1) 14 indicators that assess the integration outcomes of migrant children across five dimensions: access to rights, language and culture, well-being, social connectedness, and educational achievements, and (2) 16 indicators highlighting key barriers and facilitators influencing integration outcomes (i.e., societal and political aspects, particularly school organization and learning support).

This study was conducted to examine the relationship between coronavirus phobia and life satisfaction among adolescents in the post-pandemic period. A descriptive and correlational design was used in this study. 330 adolescents participated in the study between June 15 and September 15, 2021. Data were collected through the “Introductory Information Form, the COVID-19-Phobia Scale, and the Multidimensional Students Life Satisfaction Scale”. The mean age of the adolescents who participated in the study was 14.15 ± 1.95, and 66.1% of the adolescents were female. The mean score of the COVID-19 phobia scale was 58.30 ± 15.37, and the mean score of the multidimensional students’ satisfaction with life scale was 26.80 ± 7.85. The difference between COVID-19 phobia scale and life satisfaction scale scores was significant among adolescents who stated that the pandemic had a negative impact on their family life, friendship relations, and school life. There was a negative relationship between the psychological sub-dimension, the somatic sub-dimension, the total score of the COVID-19 phobia scale, and the multidimensional students’ life satisfaction scale score (p < 0.05). Adolescents, whose family and school life, and friendship relations have been negatively affected after the pandemic, can be considered a risky group in terms of coronavirus phobia. In addition, life satisfaction seems to decrease among adolescents whose family life and friendships are negatively affected. The relationship between coronavirus phobia and life satisfaction among adolescents was weak. It was recommended to create a holistic environment that reduces anxiety and increases life satisfaction among adolescents.

Adolescence is a transitional period characterised by puberty, physical growth, and the capacity to complete life tasks. During this period, adolescents are faced with various challenges in completing various life tasks. Flourishing is defined as a state in which an individual functions optimally, and has a good level of well-being in all aspects of their life. Previous studies on adolescent flourishing have focused on measuring flourishing quantitatively, which suggests a need for further research that qualitatively explores adolescent flourishing. In this study we use the conceptualisation of flourishing that encompasses hedonia and eudaimonia. It is crucial to position adolescents at the core of research endeavours, to gain insight into the unique factors, values, and goals that contribute to their flourishing. The overall aim of the study is to explore adolescents’ understandings and perceptions of flourishing in the Western Cape, South Africa. Semi-structured individual interviews were conducted to gain a comprehensive understanding of adolescents’ perceptions and understanding of flourishing. The interviews were analysed using Braun and Clarke’s theoretical thematic analysis. We found two overarching thematic categories: 1) Understanding flourishing and 2) Factors that promote flourishing. The study findings emphasise the significance of balance in different aspects of life such as mental health, self-reflection, and self-expression to support adolescents in developing their own sense of flourishing and to understand their own experiences. The central role of relationships as a support structure for adolescents was found to be significant as the participants were able to identify what is needed through these relationships, which could promote their own flourishing. Future empirical research should endeavour to include both hedonic and eudaimonic traditions in exploring adolescent flourishing.

Despite increasing interest in country differences and the identification of macro-societal circumstances that shape children’s well-being, cross-national comparisons of children’s subjective well-being are still rare. This study investigates the effect of family relations on children’s life satisfaction in 39 countries from multiple world regions, with the aims of unveiling differences in average life satisfaction, comparing the effect of family relations on life satisfaction and testing the moderating effect of cultural values, emphasizing differences between collectivist and individualistic countries. Single-country regressions and multilevel modelling are used to analyse data from 129,018 children from two-parent families who participated in the first, second or third wave of the International Survey of Children’s Lives and Well-Being. The results reveal that average life satisfaction is slightly higher in individualistic societies, but that the association between the Individualism Index and life satisfaction is not linear. Good family relations are shown to improve life satisfaction in all countries, but the effect strength differs considerably. The life satisfaction of children from individualistic countries, compared to that of children from collectivist countries, suffers considerably more from the experience of bad family relations. These findings highlight the necessity of considering children’s cultural environment when examining their life satisfaction.